GreenPrints Institutional repository of De La Salle Medical and Health Sciences Institut
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Bioluminescent bacteria in squid ink (Photololigo duvaucelii) as a potential water pollution indicator at selected areas in Dasmariñas, Cavite
No full textBlueprints of resilience: understanding emotional regulation and cognitive flexibility of Filipino private teachers
No full textThe experience and influence of social media on the self-esteem of Grade 12 students at De La Salle Medical and Health Sciences Institute S.Y. 2024-2025
No full textBarriers and facilitators to clinical learning of physical therapy interns in a selected institution: a qualitative study
No full textThis qualitative descriptive study identifies the facilitators and barriers to clinical learning of physical therapy interns in a selected institution. The researchers utilized semi- structured interview questions that were pilot tested on four (4) participants and validated by three (3) experts. The eight (8) participants in the study consisted of male and female Filipino physical therapy interns who rotated for at least one month to the selected base training center. Five (5) major themes have emerged after analyzing the gathered data. Two themes were facilitators, namely: (1) Transformative Clinical Training: Shaping Skills and Professional Identity, and (2) Supportive Educational Environment. The remaining three were barriers, namely: (3) Systemic Overload and Resource Shortage, (4) Clinical Practice and Patient Management Difficulties, and (5) Emotional and Psychological Strain. The study revealed that facilitators and barriers in the clinical learning environment were faced by the participants, which both helped and hindered their clinical learning. The identified barriers in the study can be used as a reference to address the underlying issue, while the identified facilitators can be equipped and empowered to improve the efficiency and effectiveness of clinical learning of physical therapy interns.
Relationship of internal and external factors, and compliance in completing thesis requirement among batch 2025 students of the College of Rehabilitation Sciences
No full textThis paper is a correlational study that aims to determine the relationship between the internal and external factors, and compliance in completing thesis requirements among Batch 2025 of the College of Rehabilitation Sciences. A descriptive correlational design was utilized by providing an onsite and online survey questionnaire using a 4-point Likert Scale. The overall mean average for the age of the respondents was 22.0 years. Eighty (80) or 63.5% of the total population of the respondents were male, while Forty-Six (46) or 36.5% of the total respondents were female. Moreover, eighty-four (84) or 66.7% of the total population of the respondents were in the Physical Therapy department, twenty-seven (27) or 29.4% in the Occupational Therapy department and Fifteen (15) or 11.9% belonged to the Speech and Language Pathology Department. Results showed that both internal and external factors had “good” scores in the questionnaire, suggesting favorable experiences in these areas. 33.3% (n = 42) were able to comply with the original deadline set for their RES subject. Conversely, 66.7% (n = 84) of students were not able to comply on time and thus needed an extension. Lastly, the results showed a low statistical relationship between the internal and external factors and compliance as presented by a very weak statistical test score (Phi Cramer’s V = 0.049). Thus, it was concluded that there is no strong correlation between the internal and external factors and compliance in completing thesis requirements
Exploring the relationship between study application usage patterns and academic performance among third year regular BSMLS students of DLSMHSI
No full textStudy applications are software systems created to improve students\u27 learning experiences. This study explored the relationship between third-year regular BSMLS students\u27 usage pattern of study applications and their academic performance during the first semester of the A.Y. 2024-2025. Additionally, in this descriptive, quantitative study, a total of 123 students from 6 sections participated from April to May 2025. Likert scale was utilized to determine the usage patterns particularly frequency, purpose, and usage of study apps. Based on the results, 106 respondents (85.4%) were study application users while 17 respondents (14.6%) were non-users. Out of the ten categories of study application, the most prevalent were general study tools (82.9%), indicating that students prioritize multi-purpose platforms for organizing and taking down notes and resources. Based on the Kruskal Wallis Test, there was no statistically significant difference in study application utilization grouped according to their frequency, purpose, and usage—and the academic performance of students. Upon conducting Spearman’s rank-order correlation, with a rho value of 0.165, and a p- value of 0.94, the results showed that at the 0.05 confidence level, there was no significant correlation between the study application usage patterns and academic performance of third year regular Bachelor of Science in Medical Laboratory Science students
Perspectives of guidance counselors in Cavite on learning challenges and coping strategies of health sciences baccalaureate program students and related accommodations
No full textThis study explored the perspectives of Guidance Counselors (GCs) on Learning Challenges, Coping Strategies, and Related Accommodations Among Health Sciences Baccalaureate Programs in Higher Education Institutions (HEIs). The Ecology of Human Performance (EHP) Framework by Dunn et al. (1994) guided the study. A Descriptive Phenomenological design was used to capture the perspectives of participants. The data were gathered through online semi-structured interviews with seven Guidance Counselors from different Higher Education Institutions (HEIs) in Cavite offering Health Sciences Programs (HSPs). Convenience and purposive sampling were used to recruit participants with relevant experience supporting students in Health Sciences Programs (HSPs). Interview data were transcribed and analyzed using thematic analysis. Findings revealed key challenges faced by students, including academic difficulties, and common coping strategies such as Staff-Led Accommodations. Reported accommodations included Academic Adjustments. Results highlight the role of Guidance Counselors (GCs) in supporting student well-being and academic performance. The study also identified gaps in institutional support. These findings may inform policies and services in higher education settings
Sensory Solutions or Overload?: Virtual Reality’s Effectiveness in Teaching Students With ADHD
No full textMany students with ADHD struggle to meet the demands of structured educational environments, as their difficulties with sustained attention, impulse control, and hyperactivity often lead to academic underachievement, social conflicts, and emotional frustration. Though traditional therapy is deemed effective for students with ADHD, it is important to explore other forms of technology-based intervention to make therapy more effective. Virtual reality has the potential to transform education for children with ADHD and address their academic and social challenges. Emerging research and practical applications will illustrate VR\u27s transformative power in enhancing the well-being and learning outcomes of students with ADHD. Therefore, it is imperative to try out its technology as it can address some issues about ADHD effectively